Teaching Philosophy

 

Students are not empty vessels, not just in terms of knowledge, but also in terms of personal experiences, trauma, beliefs, values, and aptitudes. Using debate, discussion, and research based dialogue as well as assigning relevant readings to an activity or assignment for the purpose of conceptualizing their art project enriches the material and helps students relate to new information and empathize with opposing points of view. Together with Discipline Based Art Education students gain personal insight into art history, aesthetics, a new level of art criticism and a renewed or at least heightened motivation to produce the art project at hand. Creative research encourages students to take the initiative to use these newly established passions to understand the nuances of other art forms around the world and in their own surroundings.

 

As an instructor it is essential to maintain a balance between discipline noise management and productivity levels with learning about the students’ interests and their lives. This helps to build a relationship driven class. I joke with the students, but it is important to maintain authority by reminding students of their futures, the purpose of the material and their established personal connection to it. It is also important to maintain an entry, introduction, cleaning and closing routine. I close by reviewing the material and calling on students to reinforce understanding. Making an assignment personal helps students to fully engage in a project to accelerate the absorption, utilization, and ultimate understanding of the material.